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JUN 21 1916 



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THE TRYSTING TREE BY MOONLIGHT 



Scope of the College Course 

As a prospective college student, you will be chiefly interested in the Oregon Agri- 
cultural College because of what it has to teach you on the campus. You want to 
know what courses of study, leading toward what vocations or professions in life, you 
can undertake there; what degrees are granted, and what these degrees are worth as 
compared with those of other institutions of higher learning. You are interested, in 
short, in the courses of instruction, commonly called the curriculum. 

Let us consider, then, only the courses of instruction, leaving out of account 
the work of the Experiment Station and the Extension Service. There are six 
schools, besides one independent department, that grant degrees upon the com- 
pletion of four years of college work. There are twelve additional 
De artments departments of instruction, generally called service departments, 

the work of which is required in one or more of the degree courses, 
but which do not grant degrees under the name of the department. Finally, there 
are six vocational courses, varying in length from six months to three years, that carry 
certificate privileges but do not grant diplomas. 

The six schools are as follows: Agriculture, Forestry, Home Economics, Commerce, 
Engineering, and Mines. The additional independent department granting degrees is 
Pharmacy. 

In the School of Agriculture there are fifteen major courses leading to degrees 
besides other courses— of great practical and scientific value in themselves — not yet 
sufficiently developed to warrant the granting of baccalaureate honors. Among the 
latter, for instance, is Veterinary Medicine, a course of the utmost 
Agriculture importance in a college where animal, dairy, and poultry husbandry 

are emphasized; but while the course has most competent instruc- 
tion, the College is not yet provided with the laboratories and equipment necessary 
to place the course among those granting degrees. 

Following are the fifteen majors: (1) General Agriculture, (2) Agriculture for 
Teachers, (3) Agricultural Chemistry, (4) Animal Husbandry, with opportunities for 
specializing under the direction of experts on horses, cattle, sheep and swine; (5) Bac- 
teriology, (6) Botany and Plant Pathology, (7) Dairy Husbandry, 
Agriculture w * tn opportunities for special study in dairy production or dairy 

manufactures, including the making of butter, cheese, ice creams, 
and similar products; (8) Drainage and Irrigation, (9) Entomology, (10) Farm Crops, 
(11) Farm Mechanics, (12) Horticulture, with special subdivisions in (a) Pomology, 
(b) Vegetable Gardening, (c) Landscape Gardening and Floriculture, (d) By-products, 
and (e) Research; (13) Poultry Husbandry, (14) Soils and Farm Management, (15) 
Zoology. 

In the School of Commerce a student may specialize in any of the following de- 
partments of study: (a) Accounting and Business Administration, (b) Economics, (c) 

4 



Political Science, and (d) Stenography and Office Training. In these departments com- 
petent instructors to the number of ten, some of whom have won 
School of national distinction for pioneering service in their respective fields 

Commerce 

of work, are training students in the elements of those sciences that 
are taking a splendid grip on the problems of industrial and rural life. Rural organi- 
zations, rural credit, marketing, secretarial duties, expert accounting, and stenographic 
skill — these are all fields that are alive with promise, and keen in their call for youths 
of character and power. 

Courses in Engineering, which have always been a prominent feature of the com- 
bined Federal-State institutions, coordinate with courses in Agriculture and developing 
parallel with them, have for many years been a strong factor in the growth and usefulness 

of the College. The School of Engineering, in fact, has enlarged 

School of j ts ^gj^ f stuc iy anc j intensified its opportunities for specialization 

Engineering J 

as rapidly as the needs of the Pacific Northwest would warrant. 
Civil, Electrical, and Mechanical Engineering have been substantial fields of study 
at the College for many years, maintaining a high standard of scholarship and pro- 
fessional efficiency. Highway Engineering, a profession that has come into unusual 

prominence all over the country in recent years, is not only ade- 
Departments m quatelv established at the College, but because of the peculiar demand 

Engineering M J ° ^ 

for highway work in a state where the rainfall is periodic as it is in 
Oregon, is making an aggressive and dynamic campaign for state-wide service in this 
field. Irrigation Engineering, including hydraulics, is still another field in which the 
College has received the call to do constructive service, a call that it is meeting by 
offering complete courses in this work under competent instruction. Industrial Arts, 
the sixth of the degree courses in Engineering, is a field of study which is attracting 
many young men of splendid talents who have in view to enter the wide field of industrial 
education in schools and colleges. Finally, Experimental Engineering, a service depart- 
ment which does not grant degrees, but which opens up a fascinating and useful field 
of study for all who are engaged in any department of Engineering, Mining, or Forestry, 
is supplied with a massive and superior equipment for efficient work and is manned by 
a corps of expert instructors. 

The School of Forestry offers courses leading to degrees in both forestry proper and 
logging engineering. The courses in this school are intensely practical, advantage 
being taken of the unrivaled opportunities afforded by the location of the College to 

become familiar with all the merchantable types of timber, with the 
Forestry methods of reforestation employed by the Federal government, the 

systems of trail building, fire protection, and general forest ad- 
ministration. Advantage is also taken of the State forest reserv.es on the Santiam 
river and elsewhere, as well as of the nearby logging operations, which are 
always accessible for class observation as well as for employment during vacations. 
The course in General Forestry fits its graduates for a variety of positions, such as 

6 






- -*w& 



ADMINISTRATION PATH AND THE EAST LAWNS 



those in the Federal and State service, with the great logging and lumber-manufacturing 

concerns, and for private professional practice. The course in Logging Engineering 

fits for work in the harvesting of the timber crop by scientific 

Forestry and 

Logging methods; it is universally recognized among progressive timber men 

ngineenng ^ ^ essential to enduring success in the logging operations of the 

vast timber tracts of the Pacific Northwest, unsurpassed in extent or importance by 
those of any other section. On Oregon's 24 million acres of forest land, it is estimated 
that the stumpage aggregates 480 billion feet, board measure. Since much of this 
timber crop is now ready for the harvest, and since the great lumbering companies of 
Minnesota, Wisconsin, and Michigan are rapidly nearing the end of their local supply of 
timber, a great revival of the lumber industry in Oregon seems immediate and secure. 
Hence the importance of the Forestry courses to any student who has the qualifications 
for this work. 

In the School of Home Economics there are now six major courses of study leading 
to the degree of bachelor of science. Thus the student, by specializing in any one of 
these major courses, may become a Bachelor of Science in Home Economics, majoring 

in Domestic Science, or in Domestic Art, Home Administration, 
Economics ° me Institutional Management, Education, or Applied Design. The 

purpose of the first two majors is obvious ; these courses, now generally 
introduced in an elementary form in both the common and high schools, are bearing such 
ample and immediate fruits that they are universally approved. The courses as taught 
at the College are a continuation of the work that is possible in elementary and secondary 
schools, and are diversified into several specialties. The course in Home Administration, 
however, goes beyond them in specialization, requiring peculiar training in the manage- 
ment of the home, the division of income, the care of children in sickness and in health, 
and the larger problems of the relation of the home to civic and social interests. Insti- 
tutional Management trains the student in the problems that confront the manager of 
such public and private institutions as hospitals, sanitoriums, children's homes, asylums, 
hotels, etc. Buying supplies at wholesale, storage of supplies, buying and handling of 
equipment, management of help, supervision of accounts, and similar problems are 
taken up for study, both theoretically and by observation or practice. The course in 
Education is planned in cooperation with the department of Industrial Education, with 
the object of fitting young women for the task of instruction in Domestic Science and 
Domestic Art. The course in Applied Design, which deals with basketry, handwork, 
weaving, design and color, and clay modeling, is concerned not only with teaching the 
student to do skillful work in these departments of handiwork, but with instilling an 
appreciation of form, color, and constructive skill in design. While three or four of 
these special courses are comparatively new, they have been in operation long enough 
to prove that young women who graduate in these specialties are not only in demand, 
but that they make such successes of their work as to command higher salaries than the 
average paid to men of equal experience in similar work. 

10 



The School of Mines, which, like the schools of Agriculture, Home Economics, 
Engineering, and Forestry, has a separate building as its headquarters, is now offering 
major courses leading to degrees in three separate departments. These departments 

are (1) Ceramic Engineering, (2) Chemical Engineering, and (3) 
School of Mining Engineering. Each of these departments has a specialist 

in charge of the work, and a new and modern equipment for 
laboratory and demonstration purposes. The School of Mines has been given recogni- 
tion by the Commissioners of the State Bureau of Mines and Geology through the elec- 
tion of the Dean of the School of Mines as Director of the Bureau. The School of 
Mines is thus in close touch with the Bureau in its effort to increase the mineral pro- 
duction of Oregon. This effort involves a comprehensive survey of the mineral re- 
sources of the State, especially with reference to their economic products, and embraces 
a study of the deposits of coal, oil, gas, metallic ores, building stone, road materials, 
clays, cements, sands, gravels, mineral waters, etc., with the purpose of promoting their 
development and use in the State. Connection with state-wide interests such as these 
enables the student to gain a broad outlook upon his profession, and to recognize the 
point of view of service to the commonwealth. 

In Pharmacy, one of the independent departments of the College, the student has 
a choice of taking a regular four-years' course, leading to the degree of bachelor of 
science in pharmacy, or a two-years' course which wins him the lesser degree of graduate 

in pharmacy. This degree, however, fulfills the scholastic require- 
Pharmacy"* ments that the State Board of Pharmacy lays down as preparation 

for taking the examination as a candidate for registered pharmacist. 
For work of this kind the department is not only adequately equipped, but most for- 
tunately situated in the midst of a scientific and technical college, all the resources of 
which, in fundamental sciences especially, are at the disposal of students of pharmacy. 
In addition to the standard degree courses outlined above, the student has superior 
facilities for specializing in Physical Education, including coaching for both men and 
women, and in Military Tactics. He has opportunity for study also in such courses as 

Industrial Education, Art and Architecture, Chemistry, Physics, 
Courses° CgC English, including dramatic art and public speaking, History, 

Library Science, Mathematics, Modern Languages, and Extension 
Work. In an affiliated School of Music, by arrangement with the Director, he can take 
up the study of such phases of music as voice, piano, violin, orchestra, and band. 

Finally the College, though all its regular courses are now on a basis requiring full 
four years of high-school training, does not shut out the man or woman who desires 
technical training and has the qualifications to profit by it. Vocational courses, requir- 
ing only an eighth-grade training, or its equivalent, are now offered 
Courses" 3 in Agriculture (1 year), Dairying (1 year), Home Making (1 year), 

Mechanic Arts (3 years), Forestry (5 months), and Business Methods 
(2 years). A two-years' vocational course in Pharmacy, requiring at least two years 

12 



of high school training as preparation, is also offered, for the first time, in 1916-17. 
The scope of the course of study at the Oregon Agricultural College is thus practically 
the same as that of the great land-grant institutions of the Middle West. Graduates are 
finding, moreover, that a diploma from the Oregon Agricultural College wins them equal 
recognition in nearly all departments with these famous institutions. 



vvv 



The Student's Opportunity at O. A. C. 

The student's opportunity at O. A. C. is threefold : It is technical, civic, and social. 
In the first place he has the opportunity to acquire technical training that will fit him 
for the leading industrial professions of life; this is his main business at the College. 
As soon as he loses his grasp on this main purpose of his presence 
Technical here, "he will be relieved" in the polite language of the executive 

office, "from further attendance." 
This opportunity to get hold of the principles and practices that will fit him to be 
an electrical engineer, for instance, a forester, a mining expert, a dairy manufacturer, 
or a specialist in horticulture or farm management, goes hand in hand with his oppor- 
tunity to fit himself to become a good citizen. Through the study 
Trainin °^ 1 ifc>era^l izirig subjects such as English, economics, political science, 

the modern languages, the sciences, and music, as well as through 
his participation in the duties and privileges of a self-governing student body, he has the 
opportunity to make something more of himself than an expert machinist, or a practical 
animal husbandman. He may become, if he will, a congenial and convincing com- 
panion, whose sincerity and purpose find acceptance with his fellows because they are 
transparent and unobtrusive. 

The College is intensely devoted to the principle of efficiency and accuracy in 
"the industries and professions of life." It urges the student to keep before him the 
ideal of becoming not simply skilled in his chosen line of scientific or professional effort, 
but of becoming an expert in it. At the same time the College has 
Suid^es" 5 never lost sight of the thought that "an education which whispers 

ever in the ear of youth, 'Put money in thy purse' is an education 
for savages." Hence the opportunity held out to the student by every school in College, 
no matter how intensely practical or commercial, of getting into communion with the 
great problems of the sociologist, the rural economist, and the political philosopher, as 
well as the thoughts of the novelist, the essayist, and the poet. Hence, also, the training 
in public speaking, in news writing, and in social service. 

But the student's opportunity at O. A. C does not stop here. By virtue of his 

14 



membership in the College community he is a subscriber to the O. A. C. Barometer, the 
semi-weekly student paper, a patron of the chief, all-college events, and a member of 
p : | a class. In addition, he is usually a volunatry member of one or 

The Student more professional or honorary societies; of a literary, dramatic, or 

forensic society; of a fraternity or boarding club, and of the Y. M. 
C. A. He may have accomplishments that win him a place in the cadet band, in the 
College orchestra, or the Glee Club, or on one of the professional student publications 
such as the Oregon Countryman, the Commercial Print, or the Student Engineer, or on 
the staff of the Junior Annual. 

In any of these organizations the student is a social factor. He works with others 
in cooperative effort. He is doing community service. In the best possible way, 
because in a real way, he is training for the social obligations of his later life. To the 

youth capable of developing a character that counts with his neigh- 
HfeAfter'ufe ^ors, aS we ^ as to tne Y outn capable of positive leadership, this 

phase of his College life is an experience rich with possibilities. As 
he inspires confidence among his associates in the work that he undertakes as a student, 
he is pretty sure to win the same confidence, later on, in the work that he does as a 
citizen. 

The College campus, therefore, aside from the main business of study, is a social 
world of its own. It has its problems just as a city has, or any rural society; its com- 
munity business, under certain principles adopted by the faculty, is worked out by the 
_, students themselves. Hence the opportunity open to every student 

The Campus— 

the Student's to educate himself in the social obligations, as well as in the social 

World 

graces. Through the community business of the student body he 

acquires, if he wishes to make the effort and the sacrifices involved, specific training in 
the service of his fellow students that amounts to social leadership. Through the chan- 
nel of the fraternity or club, the class, the technical society, or what not, he enjoys also 
the more convivial and graceful occasions that not only make for enjoyment, but for 
refinement and a happy outlook. 

Technically the student's opportunity at the College is specifically indicated in 
the outline of the courses of study printed on page 65 of this booklet. It is not necessary 
to repeat these courses here. You will be interested to know, however, that the School 
of Agriculture is one of the best equipped in the United States. In 
in Agriculture certain departments, such as Horticulture, it has resources for study 

and research that are attracting students from all parts of the 
country. Other departments, such as Animal Husbandry, Dairy Husbandry, Poultry 
Husbandry, Soils, and Farm Crops, are not surpassed by those of any similar institution 
in the West. Hence the student who really investigates conditions has no misgivings 
in coming to O. A. C. for Agriculture. 

The School of Commerce, moreover, has been repeatedly ranked by the Ameri- 
can Association of Public Accountants as one of the leading schools of its kind in the 

16 




SNOW SCENES ABOUT ADMINISTRATION HALL DURING THE "BIG SNOW" OF JANUARY, I916 




SNOW SCENES, CHIEFLY ON THE EAST QUADRANGLE, JANUARY, I916. ONCE IN 
TEN OR TWELVE YEARS SNOW SPORTS HAVE BEEN POSSIBLE AT O. A. C. 



country. Its work in such fields as farm accounts has gained national recognition as 

pioneering service to the business side of farming. The School of 

In Commerce Engineering, especially in its departments of Mechanical, Electrical, 

and Engineering to °' r J 

Experimental, and Highway engineering, has an equipment that 
compares favorably with any in the West, while the thoroughness of its work and the 
individual attention given its students have distinguished its graduates for both scholar- 
ship and efficiency. 

The School of Forestry, which will be housed in a new and thoroughly modern 
building next fall, readily takes its place among the few leading institutions of its kind 
in America. The newly elected Professor of Logging Engineering, one of the recog- 
nized leaders of the logging interests on the Pacific Coast, and a 

In Forestry 

and Logging man of broad culture, scientific learning, and exceptional experi- 

ence in the practical phases of logging engineering, brings to the 
faculty of the school the one element needed to round out its resources. The school, 
in short, from the standpoint of location, material equipment, and instruction, is prob- 
ably the most fortunate School of Forestry in the country. 

The School of Mines, in a State of great mineral wealth such as Oregon, located 
in a College where both science and engineering are emphasized, is naturally one of 
the strongest factors of the institution, a school whose prestige is rapidly spreading 
beyond the Pacific Northwest. The department of Pharmacy, 
dPh eS aside from the great advantage it derives from being articulated 

with the sciences taught in a land-grant college, where modern 
laboratories are constantly handling the most important problems of the day, has 
facilities of its own, both in equipment and instruction, that admirably fit it to pre- 
pare the pharmacist for his responsible duties. 

It is evident, therefore, that the student who comes to O. A. C. has opportunities 
for technical training rarely excelled in this field of instruction. Aside from the excel- 
lence of the equipment and the instruction, there is an added advantage in being asso- 
ciated with the young men of one's own state who are pursuing 
for^riendshln t ' ie same professions and industries. Acquaintance with one's asso- 

ciates in the same business, friendships rooted in the activities of 
college life, are assets of the deepest consequence to the man who seeks the widest use- 
fulness in his business career. 

The education of women is a function of the Oregon State Agricultural College 
equal to that of educating men. The Home Economics building, the east wing of 
which was completed two years ago, will be, when its three units are constructed, the 
largest building on the campus. It will be devoted, almost exclu- 
forWomen leS sively, to the interests of women. Waldo and Cauthorn Halls, as 

campus residences, are also devoted exclusively to women. Shepard 
Hall, headquarters of the Christian Associations, has spacious and attractive rooms 
for the work of the Y. W. C. A. 

20 



In addition to these special accommodations for women, the institution offers 
almost unrestricted opportunities for women to engage in any field of study open to 
men. The School of Commerce and the department of Pharmacy have been especi- 
ally attractive to women, who have enrolled in their several courses 

In Various j n j arge numbers. The School of Agriculture has attracted a con- 

Fields at O. A. C ° ° 

siderable number; some as students in agronomy aiming to become 

seed experts; some in dairy husbandry, a field in which women, the world over, have 
often excelled ; a few in poultry and animal husbandry ; some in pomology and vegetable 
gardening; and some in floriculture and landscape gardening. The latter field, in- 
volving, as it does, constructive faculties of order and organization, as well as a love 
for the beautiful, is one in which women are manifesting a growing interest. The com- 
bination of outdoor work and draughting-room skill, the demand for harmony, both of 
form and color, and the relation of much of the work to the home and other institu- 
tions with which women are intimately and dominantly associated, makes this field of 
study and of professional effort especially attractive to women. ; | 

The department of Physical Education, in which all women are required to take 
a certain amount of training, under the direction of specialists who understand medical 
and corrective gymnastics as well as the regulation and aesthetic types of exercise, 
offers an excellent field for specialization. Young women desir- 
Bd t" 1 in & to tra ^ n as teachers of physical education may elect this work 

in connection with the courses in Home Economics, Industrial 
Arts, Industrial Education, or other courses. The few young women who have thus 
far been able to avail themselves of this work, only recently offered, have met with 
conspicuous success in their public-school teaching. 

But the School of Home Economics enrolls, of course, the great majority of the 
women of the institution. The courses in domestic science and art, in short, the coun- 
try over, are the special demand of the American girl of today. Time was, when she 
preferred the "finishing school;" but now she has relegated that 
Economics fancy to the veneer shop, preferring "the things that are more ex- 

cellent." These things are a competent knowledge of the prin- 
ciples that underlie the successful making and management of a home, the conditions 
that determine health or predispose to disease, the problems of the increasing cost of 
living, and of women's social and civic responsibilities. 

This is a function that has been peculiarly served by the agricultural colleges in 
general. Since as early as 1872 these institutions have been pioneers in the work of 
domestic science and domestic art, and today they are reaping the rewards of their 
initiative and their faith. During the past year the Oregon State 
Types of Work Agricultural College has enrolled 352 women in its regular courses 

of study in home economics. These young women pursue courses 
that are designed fundamentally to equip them for their normal life service, that of 
home makers, as well as to prepare teachers of home economics, dietitians, extension 

24 



workers, and institutional managers. A student may pursue either one of two types of 
courses. The first is prevailingly scientific, fitting more especially for the technical 
work of teaching, of dietetics, etc. The second is prevailingly domestic and cultural, 
fitting for home-making and citizenship. In all courses the students pursue enough 
science to give depth and direction to their work; enough literature, language, economics, 
and sociology to give breadth and significance of purpose ; and enough laboratory work and 
community service to give a habit of congenial cooperation. They learn not only 
how to sew but also the conditions under which the fabrics they are sewing were pro- 
duced. They learn not only how to prepare food but how to purchase and care for it, 
and what it will yield to the body when eaten. They receive instruction in the man- 
agement of the household, in the care of the sick and of children, in the division of 
labor, in questions of house sanitation, in the problems of rest and recreation, and the 
relation of the home to community affairs. 

In their heme life at the College the young women are most fortunate. Two 
massive and modern halls of residence, where expenses are at a minimum, accommodate, 
on the campus itself, nearly all the non-resident women of the institution. A very few 
sororities, properly governed and chaperoned, are housed in dwellings 
Pe< ortunities a srlort distance from the campus. A dean of women, a preceptress 

and housekeeper for each dormitory, and a secretary of the Y. W. 
C. A. give their best efforts to the young women students — seeking to foster scholarship, 
companionship, social and religious ideals, individual and community responsibility, 
and a wholesome, happy, and aspiring womanhood. 

A vital factor in the life of the whole institution is the intimate interest taken in 
the students by the leading teachers and officers of the College. President Kerr has 
always maintained that a large college, with its larger number on the faculty, ought to 
maintain the same close association between faculty and students 
ancTstudent t ^ iat * s t ^ e boast of the small college; and he seeks earnestly to pro- 

mote this end. Hence the close touch between the deans and their 
students. Hence, too, the Student Affairs committee, and the Faculty Advisers. 
Hence the splendid work of the Dean of Women, whose threefold duties — administra- 
tive, academic, and social — are doing so much to promote among the women of the 
College the sort of esprit de corps that makes not only for college spirit but for com- 
munity ideals. 

Concerning the President's attitude toward the students the Pacific Christian 
Advocate for April 19 says, on page 31, "President Kerr himself, a whole man first 
and a finished executive afterwards, is alert to every opportunity to come into immediate 
and wholesome contact with the students. He attends their games, 
and the Student their social functions, their public meetings, their programs, ban- 
quets and conferences. He confers with individual students and 
with groups of students in his office. He is as accessible to any student who has a real 
need to see him as to the most distinguished citizen of the country. As a consequence 

28 



the students not only respect him for his genius, but they love him for his personality. 

They recognize his penetration, his prodigious industry, his sagacious and convincing 

leadership, but they are drawn to him by his invincible rectitude, his compelling insight, 

and his compassionate kindness of heart." 

The student of the Oregon State Agricultural College, in short, has the privilege 

of belonging to an institution that has not only administrative ideals but executive 

solidarity. His loyalty, therefore, is not clouded by doubts of faction, or by misgivings 

as to either the prowess or the uprightness of institutional policies. 
The 
Institutional On the contrary he has faith and pride in the ideals of the College, 

in the personnel of its leaders, and in the service it is rendering to the 

commonwealth, because he knows that its guiding principles are stamped by integrity 

and foresight. Not only as a student, then, but as an alumnus, he carries the happy 

conviction that his College is worthy of his best efforts and of his unswerving devotion. 

Such a conviction, and such a habit of life, are among the surest elements of success in 

any career. 



vvv 



Student Life at O. A. C. 

Student life at the Oregon State Agricultural College seldom fails to impress upon 
the observant visitor three pronounced characteristics; its industry, its democracy, and 
its fair play. Practically every student at the College is under training for some special 
Industry industry or profession, where the business side of life, as well as the 

p enl ™ racy ' science and ideals of life, is a direct incentive to purposeful and sus- 

tained effort. Hence the idler is out of favor here, and is either 
soon energized into habits of work, or, like a piece of drift wood, is tumbled by the cur- 
rent of student life into a deserved obscurity. Sixty-five percent of the students are 
to some extent at least self-supporting. This fact, coupled with the spirit of work 
that pervades the institution, tends to make the entire student body democratic, a 
tendency fostered among the women by the halls of residence on the campus, and among 
the men by universal service in the cadet regiments. Fair play, also, is a principle 
pretty vigorously rooted in the hearts of the O. A. C. student, manifesting itself, on the 
one hand, in the drastic suppression of hazing, bullying underclassmen, and student 
vandalism, and on the other hand, in a prompt insistence upon the traditions of the insti- 
tution — such as wearing the green cap by freshmen, no smoking on the campus, and the 
observance by both students and teachers of the custom of beginning and dismissing 
classes on time. 

Even before he arrives at the College, the freshman, though utterly unknown here, 
gets a taste of student life at O. A. C. If he has sent in his credentials in advance, which 

30 



is the best way, he has received by mail the Y. M. C. A. hand book, a neat little publi- 
cation, giving in a nutshell the chief things he needs to know about 
Wl omed" 13 " joining the College community. On his arrival at Corvallis, whether 
he comes to the Union Station, the Oregon Electric, or the P. E. 
and E., he finds a body of student ushers, wearing conspicuous badges, extending a 
friendly hand to welcome him. He is given a Y. M. C. A. directory of available places 
for room and board, and an opportunity to have his trunk delivered at half-rates by the 
Y. M. C. A. auto-truck. Of course he is introduced at Y. M. C. A. headquarters, 
Shepard Hall, and made at home in that spacious and congenial center of College life. 
The student who is known to the clubs and fraternities receives like courtesies from the 
members of these organizations. 

Regularly on Sunday at 2:30 occurs the weekly Y. M. C. A. meeting, the first, a 
fellowship meeting. Immediately following the registration period, usually Monday 
night, the big "Stag Social" brings together all the men of the institution in a general 
jollification, with music, speeches, and "eats." On the following 
Opening Events Friday night occurs the annual joint reception of the Y. W. C. A. 
and Y. M. C. A. in the College gymnasium. During this week, 
also, the Corvallis churches, on stated evenings, entertain for the College students. 
Soon the football rallies, class meetings, and class contests begin, with the band informals 
on Saturday afternoon; and the new student presently finds himself an active and un- 
conscious participant in the throbbing, abundant, and objective current of the college life. 
If his talents are musical, he will be inclined to try out for the band, the orchestra, 
the mandolin club, or the glee club. If he has dramatic aspirations, he will doubtless 
try to make the Mask and Dagger. If he has had previous success in debate or ora- 
tory, or simply has ambitions in these arts, he will put himself in 

Training in 

Student training for some of the intercollegiate contests by working on a 

class or society team, or by getting into the preliminaries, not once 
only, but again and again. If his tastes are literary, he will get acquainted with the 
student publications. The Barometer, The Oregon Countryman, The Student Engi- 
neer, The Commercial Print, and The Junior Annual — and as inspiration and oppor- 
tunity offer, will send contributions to the editors. In this way, rather than by wire- 
pulling, he will place himself in line for editorial service on one of the boards. What- 
ever his peculiar gifts, he will at least join one of the technical or the debating societies, 
and interest himself in such energizing agencies for student unity as the Y. M. C. A. 
and the Student Assembly. 

Cadet service? Necessarily. This is one of the obligations he fulfills at the be- 
hest of the United States. At first, with the simple squad duty, the lack of uniforms, 
and the patient drilling on details, the work seems altogether an 
Service obligation, a task; but as the maneuvers unfold, and the work pro- 

gresses, through company, battalion, and regiment drills, the new 
student begins to eaten the inspiration of cadet service, and to share with the older 

32 




A GROUP OF STUDENTS AND FACULTY ON 




LAWN IN FRONT OF ADMINISTRATION HALL 



students, and the College friends generally, a generous pride in the Cadet Regiment, 
with its neat uniforms, squared shoulders, rhythmic stride, and martial equipment — 
one of the few best regiments among the land-grant colleges. Aside from the advan- 
tage of being prepared to do military service in time of need, men who have had cadet 
training, especially through the junior and senior years, are enthusiastic over its per- 
manent benefits. Under the present management of the Military department at the 
College, a splendid spirit of loyalty pervades the ranks of the cadets. 

Since the men of the College were deprived of Cauthorn Hall as a dormitory, which 
was remodeled three years ago for use by women students, they have developed a con- 
siderable number of boarding clubs, many of which have taken on, in addition, social 
characteristics that have given them individual distinction. Several 
Clubs, Boarding Q f t h ese soc i a l clubs, under the restrictions of scholarship, financial 

and Social 

stability, and moral integrity imposed by the Student Affairs Com- 
mittee, have formed local fraternities, and some of these latter, through petitioning 
national Greek letter fraternities, have secured charters making the local fraternity into a 
chapter of the national organization. 

Under present conditions at the College, therefore, entering students as a rule 
are interested in clubs and fraternities. While many students find suitable boarding 
places in private families, the great majority cannot do so. Living in cooperative 

clubs, moreover, conveniences considered, is almost always, under 
A R T good management, cheaper than living in private homes. In any 

case, among 1200 to 1500 men, a student cannot know all; he must 
choose his peculiar group of acquaintances or have no friends. Hence club or fraternity 
life is inevitable for most students. 

Whether or not a student joins a fraternity depends upon his own choice. Many 
a popular college leader, who has been "rushed" by all the fraternities that claimed 
his acquaintance, has gone consistently through his four-years' course and allied him- 
self with none. On the other hand, many a leader acknowledges 
Fraternit n * s f ratem ity as one °f trie most vital forces in the making of his 

career — as often as not, too, because of the very burdens he has 
helped his fraternity to carry, in maintaining a good house, promoting student interests, 
upholding fraternity ideals throughout the institution, and in hospitality. Such re- 
sponsibilities fall upon every fraternity, and the student who joins should be as ready 
to share these as the social graces and enjoyments that are among its obvious advan- 
tages. 

Professional clubs, such as the Agricultural Club, The Forest Club, The Engineer- 
ing Society, The Pharmacy Club, The Commercial Club, all aim to bring together, 

for stimulating study and discussion as well as for professional 
Societies fellowship, those students who are pursuing particular courses of 

study. For the student who has the time to devote to them, they 
are altogether profitable. Other organizations, such as the Easterners' Club, the Cali- 

38 






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fornia Club, or the Cosmopolitan Club, have less specific functions, usually of a social 
or sociological nature. 

In considering membership in these and similar clubs, the student should be gov- 

ed by the same principle that applies in athletics, in oratory, dramatics, journalism, 

or religious work — the principle of emphasis. If he wants to leave behind him a record 

in athletics that shall be a source of pride to the College in days to 

What Shall come the chances are that he can't do forty-'leven other things and 

I Join? 

carry the required amount of class work. I f he wants to bring home 
the trophy in oratory, and help a debating team to championship honors, it's not likely 
that he can keep up rehearsals in the glee club and follow its program of local and 
tour concerts. In exceptional cases he may do so; but as a rule he can't. 

The student must not forget, the College will not permit him to forget, that his 

chief business at O. A. C. is to carry a course. If he does anything besides, in a public 

way, he must carry a course with credit. That is, he must have a weighted average of 

at least five per cent above passing grade in all his current college 

Studies the work. As soon as he falls below this average grade, he must drop 

Chief Business ° ° r 

out of all student activities, forensic, dramatic, literary, or musical, 
that bring him before the public as a representative of the College. In the end, of 
course, persistent low grades will eliminate the student from the College altogether. 

His studies, therefore, are his chief concern in his college life. His chief, but not 
his whole, concern. If he did nothing else at O. A. C. but to discharge the duties of the 
class room, though he won an unbroken succession of "A's," he would be but a poor 

stick after all. If there were no music in his soul, to lead him to 
But Not the ^ p|p e U p merr jiy j n a college glee ; no sense of loyalty, to bring on the 

midsummer madness of a rally for the team ; no leadership in student 
affairs; no zeal for class, or club, or social functions — what a poor pariah he would be! 
And the one who errs on this side is usually more fanatically wrong than the dozens who 
err on the other. He is such an inglorious martyr to a tiny germ of truth ! 

That germ, however, is worth knowing. It is this: he does his work from day to 
day. It is a rule that gives him undoubted distinction in the field where he applies it. 
More broadly applied by a more liberal nature, it would result in efficient leadership 

in College life. It is almost an axiom that the first two months of 
Keep Right' a stu dent's life in college are a true index to his entire college course, 

and indeed, to his life as a whole. "Start right," then, is the first 
consideration; and "keep right" is the last. 



42 




AS A REQUIRED PART OF HER TRAINING IN LANDSCAPE GARDENING AND FLORICULTURE THIS YOUNG WOMAN 
IS TAKING A COURSE IN SURVEYING IN THE SCHOOL OF ENGINEERING. HER BROTHER 
IS HER CO-WORKER IN THE PICTURE 



Athletic Ideals at O. A. C. 

Athletics plays a large part in the college life at O. A. C, as it does in any modern 

college or university. It is one of the most energizing factors for College unity. Whether 

we play on a College team, or simply cheer the players ; whether we consistently follow 

the seasons through from football to basketball, from track athletics 

£* h ™ tlcs £ he , to baseball, taking note of the coaching, the individual players, and 

Tie That Binds ° 

the conference standing of our teams, or simply go to an occasional 
practice and turn out to a championship game, we all recognize in athletics the tie that 
binds us closer to one another and closer to the College. Athletics, in fact, satisfies a 
certain craving of human nature. It is the one thing that provokes a spontaneous, un- 
reasoning loyalty; that demands of us a primitive outpouring of barbaric joy, makes the 
oldest of us as young as the youngest, and stirs up within us the quiet pools of potential 
devotion to an ideal. 

The College wants as many men as possible in competition for its class and College 
teams, not primarily to buildup these teams, but to distribute its athletic training. Teams, 
as well as sports, are multiplied for this very purpose, to educate physically the largest 

number of students. Contests between classes stimulate student 
^ th All 1C Sports interest in all the leading sports. Many clubs and societies have 

their individual teams. Throughout the winter months, when inter- 
collegiate contests are rarest, greater interest develops in cross-country running, in 
wrestling, fencing, tank-swimming, and gymnastic feats and exercises. A keen and 
widespread interest gives zest and dignity to all these types of athletics. 

Every man entering the College, who has average physical endowments, stands a 
chance, sooner or later, of making one of the College teams. Competition is keen, of 
course, but since each team-man rarely plays on any other College team, places on the 

various teams are many. The training squads are usually large, 
Iffwho 1 Work° r moreover, so that many students may at least get the benefit of the 

training. It is worth noting, also, that the best College players have 
often been developed from inexperienced men. Only men of exceptional industry, 
however, can hope to win conspicuous honors in athletics. No man can do so who is 
not willing to work and to work hard. In the first place, he must keep his scholarship 
record above reproach. In the second place, he must be willing to renounce many 
opportunities for entertainment, and give himself up to rigid discipline and exacting 
practice throughout a large portion of the college year. 

The rewards of this discipline are far from trifling. The satisfaction of having 
fought a good fight, of having kept faith with one's responsibilities, is something. So is 
the ability to become a good team mate, a congenial comrade. Greater than this is 

the appreciation of what constitutes a square deal — one of the aims 
TeamWork °^ at hletic training at O. A. C. The possibility of becoming a celeb- 

rity is no doubt an incentive. Athletic fame is perhaps the sweetest, 

most pronounced, in modern life. At the College, the Orange O is not only a coveted 

46 



but a cherished emblem of every successful athlete. Rewards ulterior to these, how- 
ever, are often greatest of all. No college activity so liberally develops effective leader- 
ship of men. The commercial world knows this. It knows that when a man submits 
to the sort of discipline and meets the various crises that make for championship football 
or basketball, he knows how to take, as well as to give orders, how to meet responsi- 
bilities with quick and tactful resource; and how to keep a level head before an avalanche 
of prosperity, as well as before a storm of reverses. As a consequence, the successful 
college athlete is almost always a factor to reckon with in the business and professional 
world. It is not simply that he is known, but that he is known to stand for something — 
the athletic principles of his college. 

It is necessary, then, that these principles be kept securely clean and high. Whether 
as players or spectators, we are all concerned in this. Athletes, students, and faculty, 
are all co-workers in making our athletic standards a measure of absolute manhood. 
It will pay you, then, to go in for athletics as liberally as your time 
Keep the Standard wi jj p erm i t \ t Wl \\ pay you to learn the athletic traditions of the 
College, to follow the progress of the teams, and to boost loyally 
for the College by boosting for the good sportsmanship of the team, whether they win 
or lose. 

Facilities for physical training and athletics at the College are excelled by few 
if any of the land-grant Colleges of the country. With the Armory, one of the two or 
three largest in the country, available for military drill, winter sports, and indoor train- 
ing generally; with the new Men's gymnasium, a model of its kind 
Polic P1 in e Athletics in P ractica lly a ^ respects; with the Women's gymnasium, especially 
and scientifically equipped for its purpose, with the swimming pool 
in Shepard Hall, and with the improvements in the new and spacious athletic field, the 
College has exceptional resources, from the standpoint of material equipment, for de- 
veloping and maintaining the health and physical prowess of all its students. In addi- 
tion, it has a faculty of men and women, skilled in medical science as well as in the 
art and pedagogy of physical training, devoting all their time to this important work, 
and committed to the principle of building up the health and physical development of 
all the students rather than of the few who may be engaged on College teams. 




GLIMPSE OF THE ENGINEERING SHOW, I916 



>'<£ 







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SNAP SHOTS OF THE CADET REGIMENTS ON THE OCCASION OF THE PORTLAND TEACHERS VISIT, 1915 









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THE 19 16 HORSE SHOW. MISS HELEN FARRELL ON NAT MAC DOUGALL's STERLING DUKE, 
WINNER OF THE LADIES' SADDLE CLASS 




GOVERNOR WITHYCOMBE ON HIS LORETTA, THE HORSE THAT WON THE GENTLEMEN'S FIVE-GAITED 
SADDLE CLASS, AND TOOK SECOND IN THE LADIES* SADDLE CLASS 




THE I916 HORSE SHOW. HOLMAN TRANSFER COMPANY'S DRAUGHT TEAM, WINNERS 
OF THE FOUR-HORSE DRAUGHT CLASS 




J. D. FARRELL'S PREMIER, CHAMPION HIGH JUMPER OF THE NORTHWEST 



Student Traditions at O. A. C. 

Traditions, like fruit cake, improve with age. At many of the older colleges of 
the country they are as luxuriant as the ivy on the walls, and more binding, often, 
that the statutes of the board of governors. Institutions must have both an atmos- 
phere and a united social spirit before customs take root and blossom 
Traditions at into traditions. But O. A. C. has already developed both, and it 

also has traditions. They are comparatively few as yet, but 
many of them are distinctive, and nearly all have ripened in the hearts of successive 
student-cycles until they are devoutly honored and very loyally cherished. 

Among the class traditions is that observed by each graduating class in leaving 
a substantial gift to enrich the campus. Thus the handsome fountain at the Madison 
street entrance to the campus, the band stand in the center of the west quadrangle, 
and the rows of maples along the Mines boulevard are specimen 
Traditions of gifts of the graduating classes. Other class traditions are the wear- 

ing of the academic cap and gown by seniors; the annual senior 
excursion to the beach at Newport when the rhododendrons are in bloom; the annual 
senior prom; the junior week end, with its athletic carnival, play, and ball, and other 
social or spectacular features; the sophomore cotillion; the sophomore- freshman class 
rush; and the freshman badge of the green cap or green ribbon. The publication of the 
College Annual has become traditonally a . prerogative of the junior class. 

Among the traditional events of the College year outside of class and institu- 
tional celebrations are the annual Agricultural Fair, conducted during the winter short 
course by the members of the Schools of Agriculture and Home Economics; the Engi- 
neering Show, carried out in the early spring by the members of 
CoTll'^Evints the Scrlools of Engineering, Mining and Forestry; the Y. M. C. A. 

and Y. W. C. A. carnival, which is given during midwinter, and 
the annual Girls' Stunt Show, which was so successfully inaugurated this year. 
At all of these functions the students have opportunities to exercise inventive talents 
through devising exhibits, offering entertainment, or performing feats of skill. The 
managers of the several exhibitions are always eager to secure ideas for novel or spec- 
tacular features, and to learn of talent that will embellish the program. Let not your 
light be hid under a bushel, therefore, while these momentous events pass by. 

One of the traditions affecting all the men of the institution is that forbidding smok- 
ing on the campus. It has been in effect now for years, and is regularly reasserted 
and faithfully fulfilled from year to year. While an occasional freshman at the open- 
T , ing of college may be seen puffing at the weed along some campus 

Conduct and pathway, exciting the smiles of the well-informed, the fact betrays 

Costume 

his novitiate more obviously than his green cap, and his mistake, 
regarded as a first offense, is overlooked. Another tradition, more recent in its estab- 
lishment, but already thoroughly naturalized, is that discouraging hazing in all its 

54 




£ * J5 - 



forms. Except for an occasional "ducking" of freshmen who decline to wear the green 
cap, or insist in sporting high-school regalia, the evils of hazing have been virtually 
banished from the College— not by legislation of the faculty but by force of student 

opinion. 

Only through student opinion, indeed, are student customs ever ripened into tra- 
ditions. Only when the convictions of the majority of the students uphold a good 
custom and make it as firm as a habit, and as comfortable to perform, are the affairs 
of the College moving successfully on the upward trail. It is in 
Traditions and recognition of this truth that the College authorities have estab- 

Student Opinion ° 

lished student self-government and have endeavored to foster it 
into a complete system of controlling all matters of ordinary discipline. While the 
success of this policy, through an experience of four years, has not placed it entirely 
beyond the experimental stage, its progress has been a source of great satisfaction to the 
administrative authorities of the College. 




THE NEW FORESTRY BUILDING THAT WILL BE READY FOR OCCUPANCY IN SEPTEMBER, I916 



58 




' A 



FOOTBALL ENTHUSIASM ON THE NEW ATHLETIC FIELD 



Facts About the Oregon Agricultural College 

Founded in 1885, a National and State Institution, dedicated to the work of enriching rural life, digni- 
fying the industries, uniting learning and labor. 

Entrance Requirements; to degree courses, four years of high-school training; to the vocational 
courses, maturity and training sufficient to profit by the course. 

Student Publications, include The Barometer, issued semi-weekly, The Oregon Countryman, issued 
monthly, the C.-P. Journal, and the Student Engineer, issued each semester, and the Junior Annual. 

Student Enrollment, for 1915-16, in all courses, exclusive of correspondence work, is 3,251. Students 
are enrolled from every county in Oregon, thirty-five other states, and thirteen foreign countries. 
The graduating class numbers 280. Twenty-seven vocational students receive certificates for the 
completion of prescribed courses. 

Presidents. The College has been fortunate in having few changes in the presidency, especially in 
recent years. D. L. Arnold occupied the office from the establishment of the College as a State 
institution up to 1892; J. M. Bloss from '92 to '96; H. B. Miller from '96 to '97; Thomas M. Gatch 
from '97 to 1907, and William Jasper Kerr from 1907 to the present time. 

Buildings and Equipment. Sixteen substantial buildings of brick and stone with five additional frame 
buildings, comprise the campus group used for instructional and laboratory purposes. In addi- 
tion, two large dormitories for women, both of which are modern and attractive, and a dozen or 
more farm and service buildings are utilized in carrying on the work of the College and Experiment 
Station. 

The equipment throughout the institution is sterling and efficient ; representing excellent values 
for the money invested. Since many of the schools have been established within the past decade, 
their entire resources are of the most modern and approved type. The Schools of Agriculture, 
Commerce, Mining, Home Economics, and Forestry, for instance, are equipped to compete with 
the best of the land-grant colleges, while the School of Engineering has no superior in the West. 

Environment. The environment of the College, both natural and civic, is ideal. The institution is 
located at Corvallis, in "the heart of the valley," with excellent transportation facilities over a 
half-dozen railroads and a steamboat line on the Willamette river. The city itself, which has a 
population of 6,000 is one of the most beautiful in the State, with a civic life altogether alert, whole- 
some, and attractive. Its citizens take a great interest in the College and appreciate their responsi- 
bilities as a factor in educating the youths of the Pacific Northwest. 

Student Life. Student self-government has prevailed successfully for four years. Practically two- 
thirds of all the students are wholly or partly self-supporting. The men live principally in clubs, 
the women in two substantial College dormitories, attractively situated on the campus. Social 
life is ample, yet properly restrained, and College interests manifest a wholesome enthusiasm for 
the vocations as well as the avocations of real life. Leadership is thus developed through student 
activities as well as through regular college instruction. 

Living expenses are moderate, the necessary outlay of the average student in College being 
about $220 a college year. 

Opportunities for Graduates. In no field today are the opportunities for graduates so numerous and 
attractive as in the fields for which men and women are prepared at the Oregon Agricultural College. 
Agricultural and industrial education are every year demanding more competent workers than 
ever before. The agricultural and mechanical industries are waiting for scientifically trained men. 
Forestry and mining are dynamic and almost virgin fields for skilled workers in Oregon, which is 
one of the richest States for these vocations in America. Students, either men or women, com- 

^ petently trained in Commerce or Pharmacy, find ready and profitable fields of usefulness, while 
the young woman equipped with the substantial type of education offered in the School of Home 
Economics, is qualified for leadership in many walks of life. 

64 



The Mission of O. A. C. 

To uphold the ideal of technical competence by applying science to industry; to train students not only 
for leadership but for citizenship; to give to the many an ennobling, generous culture of body, mind, and 
spirit, and at the same time recognize the gift of the few for civic and industrial leadership; to guarantee to 
all such vital instruction as shall enable them to entertain right judgments, and to act upon principle rather 
than prejudice, to live lives of industry, uprightness, and purity, so that each shall become a center oj influ- 
ence for the best and highest in his community; to open to all the doors of the industrial professions, of re- 
search in science, and of social service; and to instill into the heart of every student a sense of patriotism thai 
shall enlist him in a glorious and aggressive partnership with the State and Nation that have fostered his 
education — this is the mission of the Oregon Agricultural College. 



Outline of Courses of Study 

The Oregon Agricultural College offers the following courses of study, each of which extends [over 
four years and leads to the degree of Bachelor of Science: 

(Arranged alphabetically by schools and departments.) 



In the SCHOOL OF AGRICULTURE, major courses in- 



(i) Entomology 

(j) Farm Crops 

(k) Farm Mechanics 

(1) Horticulture 

(m) Poultry Husbandry 

(n) Soils and Farm Management 

(o) Zoology 



(a) Agriculture (general) 

(b) Agriculture for Teachers 

(c) Agricultural Chemistry 

(d) Animal Husbandry 

(e) Bacteriology 

(f) Botany and Plant Pathology 

(g) Dairy Husbandry 
(h) Drainage and Irrigation 

In the SCHOOL OF COMMERCE, major courses in— 

(a) Business Administration 

(b) Economics 

In the SCHOOL OF ENGINEERING, major courses in— 

(a) Civil Engineering* (d) 

(b) Electrical Engineering (e) 

(c) Highway Engineering (f) 

In the SCHOOL OF FORESTRY, major courses in— 
(a) General Forestry 

In the SCHOOL OF HOME ECONOMICS, major courses in— 

(a) Domestic Art (c) Home Administration 

(b) Domestic Science (d) Institutional Management 



(c) Political Science 

(d) Stenography and Office Training 



Industrial Arts 
Irrigation Engineering 
Mechanical Engineering 



(b) Logging Engineering 



major courses in — 



(c) Mining Engineering 



In the SCHOOL OF MINES, 

(a) Ceramic Engineering 

(b) Chemical Engineering 

In the department of PHARMACY, a course in — 
(a) Pharmacy 

In addition to the above baccalaureate courses, provision has been made for the following: 

1. A two-years' course in Pharmacy leading to the degrees of Ph. G, and 

2. Vocational courses, varying in length from 6 months to three years, as follows: 

A. Agriculture (one year). 

B. Business Short Course (two years). 

C. Dairying (one year). 

D. Forestry (November 6 to April 13). 

E. Home Makers' Course (one year). 

F. Mechanic Arts (three years). 

G. Pharmacy (two years, following two years of high-school training). 

F? In the SCHOOL OF MUSIC, an affiliated institution, the faculty of which is composed of accom- 
plished musicians who have received instruction under some of the distinguished masters of this genera- 
tion, the student may be trained in voice, pipe organ, piano, violin, orchestra and band. 



*No work below Senior grade will be given in Civil Engineering during the year 1916-17 

65 






PANSY AND TULIP BED IN FRONT OF WALDO HALL, LOOKING TOWARD AG. 

"The College is your institution; no one at the College thinks differently. It is designed to serve 
you and your children and the State as a whole. The management is merely entrusted to manage it 
for you, and is endeavoring to make the institution serve the largest number at the least cost and in 
the most effective way. It wants to know how, and it would like your help." — N. R. Moore, Secretary 
of the Board of Regents, in the Gazette-Times. 

"My week on the O. A. C. Campus stands out vividly as one of the happiest and most satisfactory 
of any that it has been my pleasure to enjoy. I have spoken at most of the Middle West Universities, 
at Princeton, Harvard, Pennsylvania, Dartmouth, etc., and am in a position to judge the personnel 
of the students of O. A. C. May I say that I have not seen a body of men who seem to stand stronger 
for integrity of character and purpose than the men of the Oregon Agricultural College." — Walter T. 
Sumner, Bishop of Oregon, in a letter to President Kerr, quoted here by permission. 

"With the privileges you have had, the opportunities that have been brought to you, there come 
also correspondingly great responsibilities that you must assume. You are obligated to your parents 
first of all, and particularly, for the great sacrifice they have made that you might enjoy the advantages 
of the training here afforded in preparation for a useful career. You are obligated to your community, 
which provided funds for your education through the common schools and the high school. You are 
obligated to our great commonwealth and to our nation for the opportunity of the training you have 
received in this institution. Do not forget, as you go out from College, this obligation, and remember, 
I repeat, that as you have accepted the opportunities that have come to you, you should now assume 
corresponding responsibilities. You should sense those responsibilities, and as you go out from the 
institution, never fail to do anything that may be in your power to show to the county, the state, and 
the nation your appreciation of the advantages that you have enjoved." — W. J. Kerr, President of the 
College, in an address to the graduates of 191 5. 



66 



LIBRARY OF CONGRESS 




002 783 962 9 ^ 





BULLETIN ISSUED 
S EM I - MONT HLY 
NO. 236, JUNE 1, 1916 



ENTERED AS SECOND-CLASS MATTER 
NOVEMBER 27, 1909, AT THE POST- 
OFFICE AT CORVALLIS, OREGON. 
UNDER THE ACT OF JULY 16, 1894 



PRESS OF 
JAMES. KERNS » ABBOTT COHPA 
PORTLAND. OREGON 



